• Elementary Literacy Fifth Grade, Quarter 4 Unit 1


    Subject: Literacy
    Grade: Fifth
    Timeline: 4 - 4 1/2 weeks

     
    Quarter 4 Unit 1 Overview: 

     

    In this 4-4 ½ week unit, students focus on reading informational and biographical.  They read texts with a historical, social/studies, science and technical focus.  Students will identify author’s intended purpose and write a well-developed research piece for the purpose of reporting information.   Students will read such stories as Name This American, What’s the Big Idea, Ben Franklin?, The Many Lives of Ben Franklin and two biographies.  Students recall relevant information from experiences gathered from print or digital sources as they summarize or paraphrase. They study cause and effect relationships as well as how text is organized (i.e. sequence, question/answer, compare/contrast, or problem and solution).  Students will demonstrate a command of the conventions of Standard English as they read and write with accuracy and clarity. During Word Study, students will be exposed to high frequency words and review previously taught Nifty Fifty Thrifty words.  The teacher will model comprehension strategies while providing opportunities for guided and independent practice. The block framework provides opportunities for modeling, guided practice, and independent practice necessary for students’ mastery of the competencies of this unit. 

     
    Quarter 4 Unit 1 Performance Task:
     
    Research the life of a person who embodies the “American Spirit” using a range of sources (photographs, biographies, or internet to research the time period in which your subject lived).  
    Complete a graphic organizer or outline of your choice for taking notes.  
    Write an informational research piece about your chosen person. Included in this essay should be evidence of this person’s contributions and embodiment of the “American Spirit”.  Document resources used for research.  (See link http://owl.english.purdue.edu/ ) Your work will be judged according to the attached rubric.

     
    Focus Standards:
     
    RF.5.3-Know and apply grade-level phonics and word analysis skills in decoding words.
    RF.5.4-Read with sufficient accuracy and fluency to support comprehension.
    RL.5.4-Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
    RL.5.9-Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
    RI.5.1-Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
    RI.5.10-By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
    W.5.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
    W.5.7-Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
    W.5.8-Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
    W.5.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
    L.5.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    L.5.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    L.5.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.
     

    Student Objectives/Competencies:

    Students will be able to…

                    -write a biography

                    -select a topic appropriate to task

                    -research a topic

                    -summarize /paraphrase text

                    -utilize note-taking strategies

                    -demonstrate knowledge of cause and effect relationships

                    -identify author’s purpose

                    -utilize knowledge of language and its conventions when writing

                    -support comprehension with active reading strategies to increase accuracy and fluency

                    -compare and contrast stories in the same genre

                    -determine main idea

                    -follow the writing process


     
    Assessments:

     

    3

    2

    1

    0

    Scoring

    CONTENT

     

    € Informational research essay contains: individual representing the “American Spirit” and more than 3 facts with supporting details

     

    €  Task is thoroughly focused on topic

    € Informational research essay contains: individual representing the “American Spirit” and 3 facts with supporting details

     

    €    Focused on topic

    € Informational research essay contains: individual representing the “American Spirit” and 2 facts with supporting details

     

    € Somewhat focused on topic

    € Informational research essay does not contain: individual representing the “American Spirit” or facts with supporting details

     

    € Not focused on the topic

    ____ x 5 =

     

    ____ x 1 =

    ORGANIZATION

     

    €    Each paragraph contains a well-developed topic sentence and supporting details.

     

    €    Essay includes title and introductory paragraph, a body of 3 or more paragraphs, and a concluding paragraph

     

     

    €   Graphic organizer/outline demonstrates  a well-developed, logical, and organized structure

    €    Most paragraphs contain a well-developed topic sentence and supporting details

     

    €    Essay includes title and 4 of the 5 following: introductory paragraph, a body of 3 or more paragraphs, and a concluding paragraph

     

    €   Graphic organizer/outline demonstrates a somewhat developed, logical, and organized structure

    €    Some paragraphs contain a well-developed topic sentence and supporting details

     

    €    Essay includes title and 3 of the following: introductory paragraph, a body of 3 or more paragraphs, and a concluding paragraph

     

    €   Graphic organizer/outline demonstrates a minimally developed, logical, and organized structure

    € Paragraphs do not contain a well-developed topic sentence and supporting details

     

    €    Essay includes title and less than 3 of the following: introductory paragraph, a body of 3 or more paragraphs, and a concluding paragraph

     

    €   Graphic organizer/outline does not demonstrates a developed, logical, and organized structure

     

    ____ x 2 =

     

     

    ____ x 2 =

     

     

     

     

     

    ____ x 1 =

    CONVENTIONS

     

    € Writing contains very few errors for the amount written

     

     

     

    € Writing contains some errors for the amount written

     

     

     

    €  Writing contains many errors for the amount written

     

     

    €   Contains serious and distracting grammatical errors

     

    ____ x 2=

     

     

     

    TASK SPECIFIC REQUIREMENTS

     

    €   Writing process is followed completely (prewriting, drafting, revising, editing, publishing)

     

    €   Writing process if followed adequately (prewriting, drafting, revising, editing, publishing)

     

    €   Writing process is somewhat followed, (2/3 out of 5: prewriting, drafting, revising, editing, publishing)

     

    € Writing is of poor quality, showing little effort to the writing process (prewriting, drafting, revising, editing publishing)

    ___ x 2 =

     

     

     

     

     

                               Total = ____ / 45

                                                                                                                     
     
     
    Differentiation:
    • Skill based groups
    • Reading level groups
    • DRA2

     
    Interdisciplinary Connections:
    -Scholastic News
    -Social Studies; Thurgood Marshal and Civil Rights; Houghton Mifflin Social Studies
    -Social Studies; Daughters of Liberty; Houghton Mifflin Social Studies
    -Social Studies; What Shall Workers Do?; Houghton Mifflin Social Studies
    -Social Studies; The Constitutional Convention; Houghton Mifflin Social Studies
    -Social Studies; A Nation of Nations; Houghtin Mifflin Social Studies

     
    Additional Resources:
    www.scholastic.com (go to Immigration Stories of Yesterday and Today:Interactive Tour of Ellis Island)